To obtain information from female school administrators about their career paths, mentoring, external barriers and strategies used to overcome them, and differences in attitude toward their careers since 5 years ago, 18 of 26 Pennsylvania administrators selected from a total population of 93 were interviewed. The women tended to follow staff rather than line career paths and remained in the classroom longer than men. Mentoring occurred as frequently with women as with men. External barriers tended to be systemic and closely tied to sex-stereotyping. Strategies used to overcome these barriers included determination, open communication, and patience. Twelve of the women reported a change in attitude regarding future growth and development over a 5-year time period. Issues discussed are illustrated by numerous personal accounts, and a table is used to identify respondents by position and geographic location. (23 references) (EJS)